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Asking the Big Questions (??): Your PhD and its Contribution to the Built Environment Body of Knowledge (BE-BOK) Dr Nicholas Chileshe PhD Workshop 30 November 2010. School of Natural & Built Environments. Researching the Built Environment in Developing Countries. Outline of Presentation

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Outline of presentation introduction aims and objectives scientific requirements of knowledge

Asking the Big Questions (??): Your PhD and its Contribution to the Built Environment Body of Knowledge (BE-BOK)

Dr Nicholas Chileshe

PhD Workshop

30 November 2010


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

Outline of Presentation

Introduction

Aims and Objectives

Scientific Requirements of Knowledge

Pillars of Knowledge

Criteria for Matching Contribution to Knowledge

Proposed Framework

Application

8. Conclusions


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

Introduction

Little research conducted in demonstrating the necessary process for the identification of contribution to knowledge in Built Environment


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Aims and Objectives

  • To highlight the general areas of what constitutes the potential areas for research within the field of Built Environment and its associated disciplines

  • To match the specific criteria of contribution to knowledge with illustrative examples by exploring the application and theory development.


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Scientific Requirements of Knowledge (UPC)

  • A method of organizing and categorising things (Typology)

  • A sense of understanding about causes or

  • events

  • Prediction of future events

  • Explanation of past events

  • The potential for control of events


Pillars of knowledge

Pillars of Knowledge -1

Pillars of Knowledge

Observation

General

Conclusion

Inductive Approach

Fig 1.0: Induction

Finish

Start


Pillars of knowledge1

Pillars of Knowledge -2

Pillars of Knowledge

Special

Observation

General

Knowledge

Deductive Approach

Fig 2.0: Deduction

Finish

Start


Criteria for cpm research

Criteria for Matching Contribution to Knowledge

Criteria for CPM Research

2. Techniques

Used

(Strengths

&Limitations)

RM

1.Existing

Research

LR

Research

in the

BE

R

A

Figure 3.0: RAF Approach

F

3. Contribution to Built Environment

Body of Knowledge (BE-BOK): Future Directions


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Principal Criterion for Award of PhD

  • Original and Significant Contribution.

  • discovery of new facts and /

  • or the exercising of independent critical ability and /

  • or the articulation of a new or novel approach to the research question


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Original Contribution to Knowledge – Avenues

  • The following highlights the number of way an original contribution to knowledge might be reflected.

  • raising an important newproblem or having addressed an existingproblem in a novel way

  • investigation of previously ignored materials

  • development of new techniques for investigating issues, or

  • application of existing techniques to a new area of research


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Justification for Built Environment Research

  • The following must be taken into considerations by researchers within the Built Environment disciplines, for example Construction and Project Management

  • Importance of Specific Area (i.e. SMEs in Construction)

  • Relative Neglect of the Research problem by previous

  • Research

  • Relative neglect of the Research’s methodologies by

  • previous Research

  • Usefulness of Potential Applications of Research Findings


Framework for assessing original contribution to knowledge levels

Proposed Framework

Framework for Assessing Original Contribution to Knowledge Levels

Fig 4.0:Contribution to Built Environment Body of Knowledge Levels


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Discovery Phase

  • Component of Theory (COT) – What

  • Pillar of Knowledge (POK) – Observation

  • Purpose - Expand Boundaries; to investigate little understood phenomena

  • Examples of typical questions

  • - What is going on here?;

  • - Is it interesting to research?;

  • - How much?; how many?

  • Australian example of studies in embryonic phase, i.e. gender issues in the built environment, (Francis , 2009)


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Discovery Phase - 2

  • Typical Research Questions

  • Identify the major constructs of Total Quality Management

  • Identify the major constructs of Sustainable Construction.

  • Review of Teaching Measurement Skills

  • To Review and evaluate validated instruments used to measure Safety, Health, Environment and Quality Management within manufacturing and service industries


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Adolescence Stage

  • COT – How?; POK – Deduction

  • Purpose: To explain the forces causing the phenomena

  • Examples of Typical Questions

  • - What is there?;

  • - What are the key issues?

  • - What is happening?

  • Examples of Studies in Construction Mgt & Planning

  • Usage of SEM to examine the strength of the relationship between TQM as a whole (Chileshe, 2004).

  • What will be the shape and structure of Delhi in 20 years? How to predict?(Karuppannan, 2000)


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Adolescence Stage - 2

  • Typical Research Questions

  • To determine if there any differences in Quality Management Implementation across the UK (Australia) Construction Related Organisations

  • Direct assessment of the links between the built environment and physical activity

  • Investigating the relationship between sustainability & affordability


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

  • Maturity Phase (Old Age?)

  • COT – Why

  • POK – Theory Testing

  • Purpose – (Predictive) - To predict the outcomes of the phenomenon

  • Modifications and development both of concepts and the Model

  • Typical Research Questions

  • To identify the linkages between attainment of a sustainable competitive advantage and TQM


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

Researching the Built Environment in Developing Countries

  • Application

  • Classification of TQM Organisations in different levels (H, M, L) - Chileshe , (2004)

  • Findings

  • TQM Implementation was of Medium Levels & S Awareness was low

  • Future Directions and Replication in Other Studies

  • Methodology for Classification of Sustainability Awareness Levels


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

Researching the Built Environment in Developing Countries

  • Future Directions

  • Knowledge Management (KM)

  • Emergence of Six Sigma

  • Testing an Operations Managements (OM )Theory,

  • Model or Framework

  • Meta-Analysis of Existing OM Theory, Model

  • or Framework

  • Methodological Triangulation on an Existing

  • OM Theory , Model or Framework

  • Exploration of Fuzzy Logic / BIM

  • Research into the Health and Well Being of

  • Employees

  • Time Lag Analysis (Longitudinal Studies)

  • Gender Issue (In Construction; Academia)

  • Empowerment


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

Researching the Built Environment in Developing Countries

Conclusions

Profession is established by developing body of knowledge which is unique – and that body of knowledge is produced through research

Example: The International Conference on Built Environment in Developing Countries (ICBEDC-2010)


Outline of presentation introduction aims and objectives scientific requirements of knowledge

School of Natural & Built Environments

Researching the Built Environment in Developing Countries

Researching the Built Environment in Developing Countries

And Finally.........

As Every Field Matures, its strong ideals needs to be continually Refined and its Weak Concepts Abandoned


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